UNESCO’s report on technology in education urges countries to carefully consider the role of technology in schools, emphasizing a “human-centered vision” where digital technology serves as a tool rather than taking precedence. The report also raises concerns about data privacy in educational tech, as only a small percentage of countries have laws guaranteeing data protection in the classroom.
UNESCO Calls for Equitable Connectivity and Caution in Educational Technology Use
During the COVID-19 pandemic, digital learning exacerbated disparities, leaving half a billion students worldwide without access to online education. The report highlights the need for equal opportunities in connectivity and calls for benchmarks to connect all schools to the Internet by 2030, with a primary focus on marginalized communities.
The report acknowledges the incredible potential of the digital revolution in education but calls for caution in its usage. Policymakers and educators should reflect on four key questions related to the appropriate use of technology in the classroom and its impact on students.
UNESCO’s Call for Evidence-Based Technology Integration in Education
However, there is a lack of impartial evidence on the effectiveness of educational technology interventions, and the evolution of technology is putting pressure on education systems to adapt. Digital literacy and critical thinking are increasingly crucial skills, especially in the face of generative AI, but appropriate training for teachers and students remains a concern.
UNESCO Director-General Audrey Azoulay emphasizes that technology’s use in education should enhance learning experiences and well-being, without compromising the value of in-person, teacher-led instruction. The report was launched at an event in Montevideo, Uruguay, and it calls for each country to set its own standards for educational technology use, ensuring it supports the objective of quality education for all.
